Giáo án NLS Tiếng Anh 9 Global Success Review 2 Language

Planning: ..../..../.....

Teaching: ..../..../.....

REVIEW 2 (UNITS 4 – 5 – 6)

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Revise the pronunciation of the sounds taught in Units 4 - 6.
• Revise the vocabulary items and word formations related to the topics of Units 4, 5, 6 (Remembering the past, Our experiences, Vietnamese lifestyle).
• Revise the grammar points learnt in Units 4 – 6: Past continuous, present perfect, wish clauses, and verbs followed by to-infinitive / V-ing.

2. Competences

General competences:

• Self-control and independent learning: actively review and systematize knowledge.
• Communication and collaboration: work in pairs or groups to complete tasks and discuss answers.

Specific competences:

• Apply previously learnt grammar and vocabulary to solve linguistic exercises accurately.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently look up word families using online dictionaries.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting statements on a digital collaborative wall.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing shared digital documents.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting answers on digital platforms.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by using interactive polling tools and online quizzes with real-time analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using AI speech recognition, prompting AI assistants for grammar checks, and generating images.

3. Attributes

• Hard work: Be diligent in reviewing lessons and actively participate in class activities.
• Responsibility: Take responsibility for their own learning and test preparation.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital tools (Mentimeter, Padlet, Quizizz, Google Docs, Canva, etc.) and AI tools (AI Speech Recognition App, ChatGPT, Canva AI Image Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, mini-boards, A3 paper, markers.
• Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, draw students' attention, and naturally introduce the vocabulary and grammar from Units 4 – 6.

b. Content: Teacher organizes a “Truth or Lie: My Past & Present” game.

c. Product: Students successfully guess the lie and use review grammar (present perfect, past simple, wish).

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher shares a link to a digital collaborative wall (E.g. Padlet), then assigns the task: Write 3 sentences about yourself using the grammar from Units 4 – 6 (E.g. Present Perfect for experiences, Wish clauses, or Past Continuous). TWO sentences must be true, and ONE must be a lie. Post them on the Padlet.

Step 2: Students perform learning tasks

- Students watch and answer the questions from the AI video.

- In the game, students use their smartphones/tablets to type and post their 3 sentences on the shared Padlet wall within 3 minutes.

Example:

1. I wish I had a new laptop. 

2. I have visited Hue three times.

3. I was playing video games at 8 PM yesterday.

- The teacher observes, and supports if needed.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- In the game:

+ Teacher projects the Padlet on the smart TV.

+ Students read their peers' posts and use the “comment” or “vote” feature on Padlet to guess which sentence is the lie for each person.

+ Teacher calls 2 – 3 students to explain their guesses in front of the class.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises their speaking and grammar usage in the game, and leads into the new lesson: “You have used the grammar of Units 4, 5, and 6 very well! Today, we will formally review all the Language points we have learned in these units in Review 2: Language.”

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their “Truth or Lie” statements on a digital collaborative wall (E.g. Padlet) for peer interaction.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video designed to activate background knowledge.

2. PRESENTATION

Activity 1: Read the sentences, pay attention to the underlined words, then listen and repeat

a. Objective: To help students review the sounds learnt in Units 4 – 6.

b. Content: Students read sentences, listen to the recording, and repeat, focusing on specific sounds.

c. Product: Accurate pronunciation and sentence intonation.

d. Organization:

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Activity 2: Choose the correct answer A, B, C, or D to complete each sentence

a. Objective: To help students revise the vocabulary items they have learnt in Units 4 – 6.

b. Content: Students complete 5 multiple-choice questions based on context clues.

c. Product: Correct vocabulary choices.

d. Organization:

Activity 3: Write the correct form of the word in brackets to complete each sentence

a. Objective: To help students learn how to use the correct form of a word in different contexts.

b. Content: Students write the correct word derivations (adjective, noun, verb) for the words in brackets.

c. Product: Correctly formed words filling the blanks.

d. Organization:

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Activity 4: Choose the correct answer A, B, C, or D to complete each sentence

a. Objective: To help students revise the grammar points they have learnt in Units 4 – 6.

b. Content: Students choose the best option (A, B, C, D) to complete grammar exercises involving verbs followed by gerund/infinitive, past continuous, and wish clauses.

c. Product: Correct grammar choices.

d. Organization:

Activity 5: Use the correct forms of the verbs in brackets to complete the sentences

a. Objective: To provide students with more practice on the use of verbs in certain structures.

b. Content: Students supply the correct verb forms (past continuous, wish clause, present perfect, to-V, V-ing).

c. Product: Sentences with correctly conjugated verbs.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate grammar points (wish clauses, past continuous, present perfect, and verb patterns) from Units 4-6 through high-level sentence transformation.

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

Mission 1: Rewrite each sentence so that it has a similar meaning.

Step 1: Teacher assigns learning tasks

- Teacher assigns the task: Rewrite each sentence so that it has a similar meaning to the first one, using the word or constraint provided in brackets.

- Teacher asks students to type their rewritten sentences into a digital form/document.

- Teacher sets a time limit of 5 minutes.

- Teacher introduces an AI writing assistant (E.g. ChatGPT or Claude), and assigns the task: After writing, students prompt the AI to verify if their new sentence holds the exact same meaning as the original.

Step 2: Students perform learning tasks

- Students work individually to type their transformed sentences.

- Students paste their original and new sentences into the AI chatbot with the prompt: “Check if sentence B has the exact same meaning as sentence A and is grammatically correct.”

- Students revise their work based on AI feedback.

- The teacher observes, monitors, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites some students to project their verified sentences:

1. I wish I had enough free time to join the school team-building performance.

2. While we were walking down the hill, we saw a beautiful medieval castle.

3. Do you mind not making any noise while other students are studying?

4. They haven't visited Angkor Wat in Cambodia since 2024.

5. The group decided to do intensive research on the 20th-century lifestyle.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the answers, provides final feedback, and corrects mistakes.

- Teacher moves to the next mission.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting an AI assistant to verify if their rewritten sentences maintain the original meaning and grammatical accuracy.

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices to access the link https://kenhhoctap.edu.vn/and complete the multiple-choice exercise.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites students to share their answers.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the application stage.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by conducting an online quiz and utilizing real-time auto-grading analytics.

4. APPLICATION

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